scholarly journals Sociometrijski položaj i samopoštovanje kod djece osnovnoškolske dobi

2018 ◽  
Vol 29 (6) ◽  
Author(s):  
Katica Lacković-Grgin
Keyword(s):  
Elementary School ◽  
Fourth Grade ◽  
Self Esteem ◽  
The Self ◽  
Different Types

The investigation was conducted on 206 pupils of both sex in the fourth grade of elementary school (average age 10 and 4 months). Their self-esteem was measured as well as their sociometric position with the aim to establish the relation between the self-esteem and different types of positions in the classroom.The results shows that popular pupils, regarless of sex, have significantly more self-esteem than the rejected pupils. In the sample with girls the self-esteem of the popular ones is significantly higher than the self-esteem of the isolated girls.The results were interpreted in accordance to Maslow’s theory.

Interrelated and Isolated Self-Concepts

1997 ◽  
Vol 1 (2) ◽  
pp. 106-128 ◽  
Author(s):  
Paula M. Niedenthal ◽  
Denise R. Beike
Keyword(s):  
Mental Health ◽  
Information Processing ◽  
Self Esteem ◽  
The Self ◽  
Different Types

We propose aframework for conceptualizing different ways of representing concepts of the self. Interrelated self-concepts are concepts that are defined by connections to concepts of other (real or prototypic) individuals; isolated self-concepts do not depend upon other person conceptsfor their mental characterization. This distinction between ways of representing self-concepts is similar to the distinction between interrelated and isolated concepts recently proposed by Goldstone (1993b, 1996). In this article, the extant self literature is evaluated in terms of the interrelated-isolated distinction. Methods for manipulating and diagnosing interrelated and isolated self-concepts are also proposed. Results of 3 studies show that interrelated self-concepts contain less abstract features than do isolated self-concepts. The former concepts also contain more diagnosticfeatures than the latter. Discussion focuses on predictions about other differences in isolatedSnd interrelated self-concepts. The conditions under which different types of self-concepts might change and the implications of interrelated and isolated self-concepts for information processing, memory, self-esteem, and mental health are considered.

Relationship between Perceived Parental Behaviors and the Self-Esteem of Gifted Children

1989 ◽  
Vol 65 (3) ◽  
pp. 931-937 ◽  
Author(s):  
Kevin M. Enright ◽  
Mary F. Ruzicka
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
Self Esteem ◽  
Physical Punishment ◽  
The Self ◽  
Gifted Children ◽  
Parental Behaviors ◽  
Parent Practices ◽  
Parent Child Interactions ◽  
Parent Child

This pilot study sought to investigate parent-child interactions which influenced self-esteem in a sample of gifted children. 13 gifted children, aged 6 to 10 yr., who were enrolled in a private elementary school, were tested on the Coopersmith Self-esteem Inventory and the Parent Practices Questionnaire (PPQ). Significant correlations obtained between (1) each of four maternal PPQ variables (physical punishment, consistency of expectations, principled discipline, and support) and (2) one paternal PPQ variable (deprivation of privileges) with the total self-esteem score. Maternal variables and dimensions, more than paternal, appear to influence self-esteem in these subjects. Explanations for these findings are proposed along with recommendations for study.

scholarly journals ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО САМООЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ

2019 ◽  
pp. 14-18
Author(s):  
Стрілець-Бабенко О. В.
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Experimental Work ◽  
Self Esteem ◽  
School Teachers ◽  
Different Types

The author presents the results of experimental work in formation of readiness to self-evaluative activity in junior school teachers as a component of evaluative activity. Academic subjects in Pedagogy are defined as contextual basis for systematic self-evaluative activity of future elementary school teachers. The system of academic-pedagogical situations was tested with the help of their analysis, defining pedagogical tasks, and solving the latter in the process of their interaction. Academic-pedagogical situations are studied as real situations taken from teacher/student’s experience, literature references, witnesses’ evidences, and introduced to students for analyses, defining key problems, formulation of ideas concerning solution of such problems. Different types of academic-pedagogical situations according to self-esteem functions such as stating, mobilizing-involuntary, planning, regulating, protective, developing, signaling, emotional, adaptive, prognostic, correcting, retrospective, motivating are suggested in the paper. Stating and formation stages of experimental work are analysed. In the process of academic-pedagogical situations analysis students are motivated to constant self-estimation. Reflexive skills, in particular, are formed as the mentioned above process always ends in reflexion stage.

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